Describes several activities and strategies that can be incorporated into reading classes to help teenage parents (particularly mothers) who attend middle schools, secondary schools, and adult education programs improve their own reading skills and the reading skills of their children. (RS)

Deals with the interrelated topics of the development of reading competency by ESL students, the use of literature in the ESL classroom, and the varieties of literature available in English but drawn from other cultures. Explores a small selection of stories representing non-native English literature. (RS)

Offers several collaborative strategies that integrate reading and writing with mathematics instruction. Includes sample lessons demonstrating the applicability of these strategies across grade levels and topics in mathematics. (SR)

Surveys California educators (teachers, principals, school librarians, and bilingual education coordinators) on attitudes regarding books in Spanish in school. Finds that positive attitudes toward having and using books in Spanish in public schools are closely associated with, and may be determined by, the percentage of Hispanic students in the…

Suggests using writing to enhance students' learning of content material because a positive environment that encourages writing allows students to explore, analyze, and synthesize what they are learning in a content classroom. Enumerates principles for facilitating comprehension and recommends using a guided writing procedure. (SKC)

Advances a set of five principles related to the development of independent learners and recommends the use of three types of activities effective in moving students toward greater independence in applying their ideas and skills. (NKA)

Discusses (1) strategies that make learning disabled adolescents independent in subject area classrooms, (2) the use of medieval rhetoric to help modern students expand their writing, and (3) students' opinions of sustained silent reading. (NKA)

Emphasizes the place of language arts in a bilingual education system in Nigeria, which combines English with up to 394 native languages, but notes that policy implementation varies in each state. (HOD)

Reviews the Curriculum Referenced Tests of Mastery that are intended to measure achievement, with the emphasis on measuring what a student has learned rather than predicting future success in school, concluding that the tests are worthy of consideration by any district. (HOD)

Describes the main components of a structured program of word attack for students who have difficulty recognizing long words, noting that the most essential component of the program is a set of rules for predicting pronunciation. (HOD)

Describes the instructional activities involved in Student Activated Vocabulary Instruction--a method of instruction involving three phases: conceptual assimilation, lexical refinement, and expression. (HOD)

Offers a dozen concrete suggestions for using paraphrase writing to teach content, better reading, and interpretive thinking. (HOD)

Examines how six high school juniors approached three common study tasks: completing short answer study questions, taking notes, and writing essays. Concludes that different study activities involve students in very different thinking patterns and also lead to different kinds of learning. (HOD)

Describes a content area reading project (television science news broadcast), lists authors who have made contributions to the teaching of limited English-speaking students, and describes how a reading specialist and athletic coach worked as a team to improve student athletes' reading skills. (HOD)

Describes a week's inservice training for staff and parents at a reservation high school modeled after the Foxfire idea. (HOD)